Sports Psychology: Theory and Application
Run by School of Human and Behavioural Sciences
10.000 Credits or 5.000 ECTS Credits
Overall aims and purpose
Increasing media attention and financial investment has been channelled towards the psychological factors facilitating sports performance. The long overdue acceptance of the potential beneficial role of sport psychology has resulted. In this module we will consider factors that can affect sport performance, how they are assessed, and how to enhance these factors. Given that training and competing in sport does not occur in a social vacuum, we place an understanding of both individual (e.g., stress, confidence) and team (e.g., group dynamics) factors influencing performance in the sports domain. Such factors form the bedrock of “practicing” sport psychology.
Topics to be covered in the module broadly include Group dynamics, Stress and performance, and perspectives on Confidence. More specifically, learners will study leadership, cohesion, and teambuilding; Multidimensional Anxiety Theory, Cusp Catastrophe Model and relaxation strategies; as well as self-efficacy, sports confidence, and confidence boosting strategies.
Students will have demonstrated excellent understanding of theory. They will also have demonstrated a thorough grasp of measurement issues. Excellent knowledge with regards to applied implications and interventions will also have been displayed. Furthermore, they will have presented their ideas clearly, concisely, and effectively.
Students will have demonstrated good understanding of theory. They will also have demonstrated a sound grasp of measurement issues. Good knowledge with regards to applied implications and interventions will also have been displayed. Furthermore, they will have presented their ideas reasonably clearly, concisely, and effectively.
Students will have demonstrated adequate understanding of theory. They will also have demonstrated a sufficient grasp of measurement issues. Reasonable levels of knowledge with regards to applied implications and interventions will have been displayed. Students will have presented the clarity of their ideas adequately.
Demonstrate an understanding of specific theories and models
Understand how these performance-related factors can be measured
Apply psychological techniques in order to help enhance performance
Teaching and Learning Strategy
|Practical classes and workshops||
Interactive workshop style delivery (8 x 1hr sessions)
Information provision, small group discussion & interactive tasks (8 x 2 hrs)
Observation/interview of team and/or individual athlete
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
Subject specific skills
- research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
- critically assess and evaluate data and evidence in the context of research methodologies and data sources
- describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
- apply knowledge to the solution of familiar and unfamiliar problems
- work effectively independently and with others
- develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
- develop knowledge of psychometric instruments
- accurately interpret case study data
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/jxh-2053.html
Arthur, C. A., Bastardoz, N., & Eklund, R. (2017). Transformational leadership in sport: Current status and future directions. Current Opinion in Psychology, 16, 78-83.
Beattie, S. & Davies, M. (2010). A test of engagement versus disengagement in catastrophe models. British Journal of Psychology, 101(2), 361-371.
Eys, M. A., Evans, M. B., & Benson, A. (2020). Group dynamics in sport (5th ed.). Morgantown, WV: Fitness Information Technology.
Vealey, R. S., (2001). Understanding and Enhancing Self-confidence in Athletes in Handbook of sport psychology (p. 550 -565). In edited by Singer, R. N., Hausenblas, H. A., & Janelle, C. New York, NY: John Wiley & Sons, Inc.
Courses including this module
Compulsory in courses:
- C616: BSc Sport and Exercise Science year 2 (BSC/SES)
- C63P: BSc Sport and Exercise Science with Placement Year year 2 (BSC/SESP)
- C617: BSc Sport Science, PE & Coaching year 2 (BSC/SSCPE)
- C64P: BSc Sport Science, PE and Coaching with Placement Year year 2 (BSC/SSCPEP)
- C618: BSc Sport Sci: Strength & Conditioning year 2 (BSC/SSSC)
- C65P: BSc Sport Science: Strength & Conditioning with Placement Yr year 2 (BSC/SSSCP)